Unit 11: Project Design and Management
Project visualisation activity guide
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This project was funded by the Department of Sustainability and Environment.
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Unit 11: Project Design and Management
Project visualisation activity guide
Estimated duration: 15 minutes
Aim •
Students construct an image of what they want to achieve
Outcome By the end of this class students will be able to: • Develop visual images of themselves undertaking a sustainability project
Resources •
Pens and paper
Activity description For this activity, you’ll be getting students to visualise what their sustainability project could achieve. It doesn’t matter that they haven’t tied down what their project will be yet – this exercise should help them decide later on in the class with a better understanding of the possibilities. Get them to each pick a project from the brainstorm in the ‘What is a project?’ activity, just for this thought exercise. Ask them to close their eyes and read the following to them: You are going to do something to tackle a sustainability issue in your community. What are you going to do? Who are you talking to about it? [pause] What are you saying? [pause] How are you undertaking your project? [pause] FAST FORWARD: It is nine weeks from now. You’ve taken action. People are giving you credit for what you have done. Who are these people? Where are they gathered? Who is that getting up to recognise you? Can you hear what he or she is saying? They are describing what you did – how you thought outside the square and persevered to make change Someone is taking your picture [pause]. What are you wearing? What do you look like? You’re standing in front of forum of people. You are sharing your story about undertaking your project.
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You’re thanking people who we involved, who supported you. Who are they? How do you feel? How do others feel about you? Now open your eyes… Ask students to write down what they saw, their feelings, how others responded to them and what they accomplished. Then get the class to discuss their visualisations: • What did they visualise? • Are they more likely to take action in their community now? Why, why not? • When they have visualised taking actions like this in the past have their visualisations been negative or positive? • How does that affect them?
Student Roles and Responsibilities Participate in agreed tasks Contribute to class discussions Complete activities and worksheets Work cooperatively with others Seek teacher assistance and support when needed
Level of Teacher Support Facilitate discussion Provide encouragement Introduce tasks and activities Provide assistance when requested
Assessment To use these learning activities as assessment tasks, collect evidence such as: Teacher checklist and observation Student notes Teacher checklist for class discussions
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